Fixing Stillwater Schools has probed the influence of "gender expansion" into our school system. The influence is vast and intends to disrupt the normality of heterosexuality and traditional genders. The district has given power to several organizations to promote the gender creed at the expense of reducing academic performance. All students are encouraged under the program delineated in these materials to try on other identities (genders and names).

Both sides should try on other identities. The formula for the organizations running the school district's new creed is that the greatest good is the accomplishment of the greatest queerness in the population, because all queerness is rightfully pursued. "Binary Normality."notion of "boy" and "girl" being normal. the organizations promoted by the school system's leaders advocate a creed to depose idea that children are normally boys or girls, are dominating our children's school life, time, and learning.

The equipment you are born with is irrelevant to whom you are supposed to be and there is no virtue in bearing children.

School teachers and staff are increasingly pushed to perform "pronoun checks" on students and to encourage student experimentation with different pronouns. It is said to be appropriate to do pronoun checks daily, because sexual identity is so fluid.

Are these Woke Pronoun Exercises Really Worth Classroom Time and Are They Really Easy, Harmless, or Benign?

Time can be better spent in myriad ways--memorization of syntax or dates--would make better drills than pronouns.

Administrative instruction used by Minnesota schools includes training material asserting that "intentional refusal [or 'misgendering' is] harassment and civil rights violation."

Incorrect pronoun usage can be "extremely hurtful and invalidating," the materials assert, but such would not be true if students were not taught that pronouns (or sexual identity, for that matter) were among the most important and critical pieces of their identity. It is an overemphasis on sex and promotion.

Teachers or staff use "Gender Support Plans," from GENDER SPECTRUM, the primary antagonist of this movement (backed by Planned Parenthood and various LGBTQ2A+ groups).

Gender Spectrum's brand is based on the notion that the everybody's on the spectrum, rather than being normally divisible into male or female.

The organization's "Puberty Health Curriculum," outlines their teachings and beliefs and may likely be the basis for health curriculum in Stillwater starting from ages 8-9.

Principle 1:

Education that helps young people develop a broader understanding of gender diversity can also lead to healthier [page 4] romantic and sexual relationships in the future. Beliefs about gender are internalized at a young age and continue through adulthood. Numerous studies have found that beliefs in narrowly defined constructs of masculinity are associated with decreased well-being in intimate relationships.7 Young people and adults who adhere to rigid gender stereotyping and notions of masculinity are more likely to experience and commit sexual harassment and dating violence.8 pages 3-4

Beyond their own unique development, this includes understanding the diversity of human experiences they will encounter as adults. Without access to gender-inclusive PHE [Puberty & Health Education], many students are left to believe that they are alone as they struggle to make sense of rapidly changing bodies and feelings. page 4

Recent research shows that support for transgender students by schools and families does much to alleviate mental health risks. Prepubescent transgender children who are affirmed in their identities at home and school show mental health outcomes similar to population averages.10 The power of schools to make a difference in young people’s lives by reflecting their experiences through curriculum and other supportive strategies cannot be overstated. page 4

Principle 2:

Gender literate instruction helps students recognize that understandings of gender shift across time and culture. Students will learn that historically many cultures across the globe, from Indonesia to the Americas, embraced diverse notions of gender that included multiple, non-binary gender identities.14 They will also learn that norms related to gender expression have shifted across time, whether in relation to the acceptance of women wearing pants or men wearing pink. These understandings will help them think critically about how current expectations related to gender have an impact on their own lives and the world around them. In short, developing students’ gender literacy means helping them understand that: •  Genitals (used to assign one’s sex at birth) are not the sole predicter of a person’s gender. •  Gender encompasses a person’s body, gender expression, and gender identity, each of which can be viewed on a spectrum. 8•  Gender and sexual orientation are distinct, but related aspects of a person’s identity. •  Understandings of gender have changed across time and culture and will continue to evolve. page 9

Recognizing the concept of “patterns vs. rules” will help students understand the dimensions of gender. For example, given time to reflect, even very young children can see that many gender stereotypes are not true for themselves or for their classmates. Whether or not they know boys who take dance classes or girls who play football, they likely know children who engage in 9activities that fall outside of gender stereotypes (or perhaps they do so themselves).

In addition, for those whose bodies conform with a male or female classification, there is tremendous physiological diversity that belies binary categories....Consider the International Olympic Committee’s attempts to regulate the participation of female athletes whose naturally occurring testosterone levels are higher than the average of female competitors. It’s interesting to consider the focus on this one physiological component when there are many factors that contribute to an athlete’s competitiveness. page 10

Principle 3

“ When I explained to my class that I was going to say ‘a body with a penis’ and ‘a body with a vulva’ [to describe the diagrams], I noticed one of my students who doesn’t identify as [a boy or a girl] let a deep breath go and smiled really big.” — Oakland Unified School District Science Teacher page 11 [

At first this emphasis on physiology may feel or sound awkward, but with practice it quickly becomes more natural. An additional benefit of such an approach is that it is more factual, and therefore supports more academic discourse in the classroom. A fundamental standard for any curriculum is helping students master terminology. Inherent in this principle of PHE is a commitment to using proper names associated with various body parts and systems the students are learning about. You may find it useful to share with students why you are speaking this way, acknowledging that gender diversity is everywhere. For some students, acknowledging gender diversity when talking about bodies can be transformative. You may be the first trusted adult to convey affirming messages about gender-diverse people to a student desperate for that affirmation. Framing the conversation this way allows all students to be engaged in the conversation and see their experiences represented. page 12

What this can sound like in practice: “ Some of the ways that I will be talking about bodies in this unit might sound a little strange to you at first. For the most part when I talk about bodies I’ll talk about bodies with a penis and testicles or bodies with a vulva and ovaries. You might wonder why I’m doing this instead of just saying male bodies or female bodies. As we’ve discussed, there aren’t just two kinds of bodies. I also want everyone to get used to using accurate language for body parts and functions without assuming that there are only two sexes and that everyone within a particular sex is the same. It’s important to be able to communicate about our bodies in accurate ways.” “ Health is not just about taking care of yourself when you get sick, but also prevention. Here’s one example: The American Cancer Society recommends that all women should be screened for cervical cancer starting when they are 21. That’s because if cervical cancer is detected early enough, it can usually be cured. As we’ve discussed, appropriate health care needs to be based on what a person’s body needs, regardless of their gender identity. The screening for cervical cancer is important for everyone who has a cervix, regardless of gender identity.” page 12 [block quotation]

Principle 4

A constant comparison is being made to some mythical “normal” that simply does not exist.

[Fallaciously pretends in the validity of denying the existence of norms whilst acknowledging them:] "When these natural variations are not acknowledged, young people who fall outside of the typical range generally experience shame and secrecy, and a certainty that there is something wrong with them. In addition to self-esteem issues, students who do not fit narrow expectations may become targets for mistreatment by their peers." page 13

["Medical support" for puberty is normal:] There are a number of instances in which young people require medical support during puberty. For example, some individuals experience precocious puberty, beginning the changes associated with puberty as early as age five or six. To avoid a variety of negative impacts on their health, they will frequently take medications, commonly called puberty blockers, to delay puberty until they reach a more appropriate age. Other adolescents need medical support to produce sufficient hormone levels needed to initiate or sustain puberty. Likewise, a percentage of transgender young people will utilize medical support, including puberty blockers, to go through pubertal development that is consistent with their gender.

What this can sound like in practice: “Puberty is the time of life when a child’s body begins developing into its adult form. It looks very different for each person. Many kids will see their bodies beginning to change around 9 or 10 years old. Some will change a bit earlier, and some much later. Some young people will start puberty at such a young age that they may be given medication to slow down the process. Puberty can also be delayed. Some young people will experience puberty in a way that does not feel right for their gender, and medication can be used to pause that process. During this unit, we will look at the various ways puberty can unfold. Each body is different.” [paragraph] “ Can you think of an ad or a product you’ve seen in the store that sends a message to people that if they don’t look a certain way they are not a real man or a real woman? How do you think that affects your ideas of the body you should have? How do you think that affects your ideas of the body you think others should have?” page 14

Principle 5

[Discussion of families and producing children must:] "explicitly state that not having children is also a valid option.)"

Stillwater is using the Gender Spectrum "Gender Support Plan" documents.

One section on the document is, should we tell the parents, should we have a constructed narrative.

Regardless of whether staff may plan to lie to parents or guardians, responsible adults can request their student's GSP, and if one exists, they must provide it or similar documents requested, unless the school were to literally argue under the child welfare laws that the responsible adults were threatening the equivalent of physical beatings.